Banca de DEFESA: ISADORA OLIVEIRA DO NASCIMENTO

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ISADORA OLIVEIRA DO NASCIMENTO
DATE: 19/09/2025
TIME: 14:30
LOCAL: auditório D da ECT
TITLE:

DER against the desinformation

KEY WORDS:

DER; disinformation; media literacy education; criticality.

PAGES: 280
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:

The phenomenon of disinformation, widely disseminated in both digital and non-digital environments, has generated significant impacts in areas such as Politics, Health, and Education, by compromising individuals' perception of reality. The vulnerability of students to disinformation highlights the need for educational resources aimed at addressing this issue, based on criteria that foster critical reflection on information flows and a responsive stance toward media content. In this context, a collection of Digital Educational Resources (DER) titled "DERs Against Disinformation" was developed with the aim of enabling critical reading as well as enhancing the ability to identify and respond to disinformation. This dissertation aims to investigate the potential of the aforementioned collection in supporting the development of practices for identifying disinformation and promoting students’ responsiveness to media content. To achieve this aim, the following specific objectives were defined: (i) to describe the practices of Brazil’s Ensino Fundamental ninth-grade students in identifying disinformation and (ii) to analyze these practices in light of the construction of responsiveness through the use of the DER Against Disinformation collection. The theoretical framework draws on the New London Group (1996) and Kalantzis and Cope (2015) for the concepts of multiliteracies; on Janks (2016) and Freire (1996) regarding criticality; on Bakhtin (2003) for the discussions on responsiveness; on Wardle and Derakhshan (2017) for understanding information disorder; on the principles of Media Literacy Education as formulated by NAMLE (2007), Hobbs (2011), and Buckingham (2022); and on Pariser (2012) to understand informational bubbles. Methodologywise, this is a qualitative study (Bogdan; Biklen, 1994), situated within the field of Applied Linguistics (Moita Lopes, 2006) and framed as an action research project (Tripp, 2005; Burns, 2018). Data generation instruments included field notes, students’ written productions, audio transcriptions, and the classroom teacher’s report. The results indicate that the proposed collection of DERs has significant formative potential by contributing to the development of critical reading and promoting students’ responsiveness. This responsiveness extends beyond merely identifying disinformation and encompasses the formulation of strategies to counter it, reaffirming the role of Media Literacy Education in shaping critically aware and ethically engaged individuals in the face of a global social issue.

COMMITTEE MEMBERS:
Presidente - 2087054 - GLICIA MARILI AZEVEDO DE MEDEIROS
Interna - 1011609 - ALANA DRIZIÊ GONZATTI DOS SANTOS
Externo ao Programa - 4973084 - FRANCISCO GEOCI DA SILVA - UFRNExterno à Instituição - JÚLIO CESAR ROSA DE ARAÚJO
Externo à Instituição - VICENTE DE LIMA NETO - UFERSA